Personal narrative plays an important role in Mike Garver’s teaching style. Garver, a professor of marketing at Central Michigan University, often uses anecdotes from his own life in his lectures. Now, with the arrival of technology that allows him to easily record his lectures at home, slice them into easily digestible morsels, and make them available for students to watch online prior to class meetings, he uses those personal anecdotes to move his teaching to the higher levels of learning described by Bloom's Taxonomy. “I kind of gave up lecturing in the classroom,” Garver says, adding that he was tired of having to choose between introducing ideas and letting students try putting them into practice. “There was never enough time for both,” he says. As you know, we are a big proponent of Ken Bain's book What the Best College Teachers Do. Bain also offers an annual seminar called the Best Teachers Summer Institute. There are still a few slots available according to an email we received earlier this week. The High School to College Transition Faculty Learning Community met earlier this week for the first time. FLC Facilitator Tanya Goldbeck reports that they are planning to conduct a inventory to document what types of interventions are already in place that help incoming students make the transition. The Creating an Online Course of Substance FLC will meet today at 3:30 PM in 621 MJGL. Contact facilitator Nancy Blume or co-facilitator Cheng-Hsien Lin for more information. We are still receiving positive feedback on the recent visit by Diane Halpern, Over 94 percent of the workshop participants found the sessions to be very helpful or helpful. The same percentage found that the speaker was very informative or informative. Many of the participants noted their appreciation for the handout "25 Learning Principles to Guide Pedagogy and the Design of Learning Environments." If you would like your very own copy, contact a member of CT+LE. One of our favorite principles is spaced effects. Spaced schedules of testing produce better long-term retention than a single test. Teachers should give frequent tests so that the high scores on tests that are immediately given after learning can be maintained over time. Spaced effects is based on research by Bahrick, Bahrick, Bahrick, and Bahrick (1993), Cepeda, Pashler, Vul, Wixted, and Rohrer (2006), and Cull (2000).